Towards a theory of dialogic play for learning

In this paper, we argue that differentiating dialectic from dialogic play can illuminate important differences between current approaches to game-based learning and can suggest new directions for the field of game-based learning. Expanding on Vygotsky’s work on imaginary play, we work towards a theory of dialogic play with particular focus on the role of vulnerability in learning, and propose it as an alternative to prior approaches that emphasize content learning or tool-mastery. Because it encourages curriculum that supports new ways of relating to difference and otherness, we believe that dialogic play is important to consider in play-based learning, as it more closely aligns with sociocultural approaches that address issues of power, and may be useful in the design of related curriculum.